The perspective of work readiness in vocational school students with 21st century communication and collaboration skills

Hidayatulloh, Muhammad Kris Yuan; Ashoumi, Hilyah

doi:10.18844/cjes.v17i7.7588

Cited by 9 publications

(3 citation statements)

References 26 publications

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“…This technology is crucial in facilitating more engaging and relevant learning processes (Worapun et al, 2022;Dagnew, 2023). Furthermore, 21 st -century education promotes lifelong learning, where students are encouraged to remain actively involved in developing their knowledge and skills in keeping with the times (Malik & Ubaidillah, 2021;Hidayatulloh & Ashoumi, 2022). The primary aim of this research is to identify and analyze the needs in implementing 21 st -century education, including effective learning approaches for developing these 21 st -century skills.…”

Section: Introductionmentioning

confidence: 99%

Optimizing Collaboration Skills in the 21st Century: Recent Innovations in Project Model Differentiated Learning

Pangestu,

Firdaus

2024

j. ilm. sekol. dasar

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Collaboration skills are important. Therefore, group learning needs to be held for hands-on experience that results in understanding and effective learning methods. This study aims to analyze the effect of project model differentiated learning on students' collaboration skills in grade V elementary school in science subjects. This type of research is a quasi-experiment with a one-group pretest-posttest design. The sampling technique used was the saturated sampling technique with 26 students. The research instruments used in the form of learning style questionnaires, observation sheets of the learning process in the classroom, and observation sheets to measure student collaboration skills consist of initial and final observation sheets. Data analysis used in this research is descriptive analysis technique and inferential analysis technique with Paired Sample t Test. Before the hypothesis test, the prerequisite test includes the normality test and homogeneity test. The average collaboration skills of grade V students before being given treatment using the differentiated learning project model were none in the Very High category, 9.99% in the High category, 70.76% in the Medium category, and 19.76% in the Low category. After being given treatment using a differentiated learning project model, there were 9.23% in the Very High category, 59.23% in the High category, 31.54% in the Moderate category, and none in the Low category. Furthermore, data processing is carried out with t-value ≥ critical t-value (39.034 > 2.05954), which indicates that there is a positive effect of the differentiated learning project model on student collaboration skills in grade V elementary school.

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Section: Introductionmentioning

confidence: 99%

Optimizing Collaboration Skills in the 21st Century: Recent Innovations in Project Model Differentiated Learning

Pangestu,

Firdaus

2024

j. ilm. sekol. dasar

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“…The speed, scope and system impact of current technological changes have no historical precedent (Miller 2015;Schwab, 2015;Xu, David & Kim, 2018). When compared with previous industrial revolutions, the 4IR is evolving at an exponential rather than a linear pace and it is 'disrupting' every sphere of human life, including entire systems of production, management, and governance (Schwab, 2015;Hidayatulloh & Ashoumi, 2022). Education systems worldwide have not been spared these disruptions (Gleason, 2018).…”

Section: Introductionmentioning

confidence: 99%

Mapping education 4.0 research trends

Gudyanga

2023

IJRBS

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The Fourth Industrial Revolution (4IR) has profoundly impacted education systems globally, including in Africa. However, there is a dearth of research on Education 4.0 in Africa. To fill this gap, a bibliometric analysis of Scopus database data was conducted, with VOSviewer used to analyze the data. The study found that African research outputs on Education 4.0 have increased linearly between 2015 and 2022, but most are published outside Africa. Limited collaboration among African institutions and academics was observed, with African authors citing more academics outside Africa than within. E-learning, machine learning, cloud computing, and artificial intelligence were the most frequently researched areas. This study provides crucial information to researchers and policymakers, allowing them to map out future research and policies on Education 4.0.

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“…Creativity is the ability to develop ideas and solutions in solving problems while finding new opportunities [9]. Creative entrepreneurs will be able to provide added value and find new business ideas easily [10], [11].…”

Section: Introductionmentioning

confidence: 99%

Creativity and entrepreneur knowledge to increase entrepreneurial intent among vocational school students

Hidayatulloh

Ashoumi²

2022

EduLearn

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One way to overcome the problem of unemployment is to change the mindset that in meeting the needs of life, one does not have to work as an employee or employee, but is able to play a role as a business pioneer. This study aims to find out the contribution level of entrepreneurship education and creativity taking into account factors that support entrepreneurs’ intents. This type of investigation was ex post facto with a quota sampling technique of 76 vocational high school students. The data collection was done through tests to measure entrepreneurial knowledge and instruments to measure entrepreneurial intentions. The data analysis technique employed a regression test to determine the relationship and the magnitude of the influence between variables. The study has found that there is a positive correlation between entrepreneurial education and students’ intent in entrepreneurship. The contribution of change in entrepreneurship education partly to intent in entrepreneurship was 32.60%. There is a positive contribution to creativity in students’ intents in entrepreneurship. The contribution to allow for creative change in entrepreneurial intent is partially 18.40%. There is a positive contribution between entrepreneurship education and creativity in students’ intent in entrepreneurship. Other supporting factors are self-efficacy and locus of control.

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The perspective of work readiness in vocational school students with 21st century communication and collaboration skills

Cited by 9 publications

References 26 publications

Optimizing Collaboration Skills in the 21st Century: Recent Innovations in Project Model Differentiated Learning

Optimizing Collaboration Skills in the 21st Century: Recent Innovations in Project Model Differentiated Learning

Mapping education 4.0 research trends

Creativity and entrepreneur knowledge to increase entrepreneurial intent among vocational school students

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